Marcia Ody Edinburgh - March 2012 Peer Support – the approach at the University of Manchester ‘Students as Partners’ Programme The University of Manchester Marcia Ody: Teaching and Learning Manger, The University of Manchester UK National PASS/SI Certified Trainer

Marcia Ody Edinburgh - March 2012 Peer Support at the University of Manchester Personalised Learning experience Centrally coordinated and quality assured Framework and guidance Discipline owned and student led Staff and Student partnership Voluntary, group based Peer Support Induction, transition, socialisation and academic support

Marcia Ody Edinburgh - March 2012 Peer Support Two complementary schemes of Peer Support operate at The University of Manchester: PASS and Peer Mentoring Aims & Objectives of Peer Support –to enhance the quality, quantity and diversity of Student Learning within a discipline –to involve students as partners in their learning experience –to provide further opportunity for the development of intellectual and professional competencies –to provide students with a supportive environment to assist the transition to Higher Education –to provide an additional feedback mechanism

Marcia Ody Edinburgh - March 2012 The Peer Mentor Approach Peer Mentoring provides pastoral and social support Trained student mentors work in pairs with assigned groups Peer Mentoring is voluntary Discipline-based and student-led Peer Mentors are engaged in: –sharing their experience –Structured activity

Marcia Ody Edinburgh - March 2012 The Peer Mentor Approach Pre-induction Welcome Orientation Skills and learning strategy development Production of guides to Manchester, School, Discipline & study skills guide Cascading mentor system Sessions are informal and can be attached to tutorial groups or run independently.

Marcia Ody Edinburgh - March 2012 Peer Mentoring Evaluation 88% of first year SLT students found meeting their mentor in Freshers’ week helped them settle in to life on their course 84% of first year Medical students commented that the mentoring scheme was beneficial to their university experience in Semester One “ it’s just nice to know there’s someone who’s been through it all before and can give you a bit of support when you need it” - First year Medical student “the scheme made me feel like part of the Medical School community” - First Year Medical student

Marcia Ody Edinburgh - March 2012 PASS (Peer Assisted Study Sessions) PASS derives from an American model, ‘Supplemental Instruction’ (SI) Establishment of International Centre ( Internationally renowned academic support & retention program Over 1500 institutions in 29 countries have participated in SI training workshops Training delivered by UMKC & National Certified trainers 1990s - Kingston University adapted the USA model of SI for use in British Higher Education Institutions Adoption of SI Principles Renamed PASS

Marcia Ody Edinburgh - March 2012 The PASS Approach Trained student leaders facilitate study sessions in pairs –Quality assured comprehensive, interactive, practical training –Not teaching –Small group collaborative learning PASS is voluntary and confidential –Timetabled sessions –Safe place to admit not understanding Content is based on course materials –Students set the session agenda

Marcia Ody Edinburgh - March 2012 The PASS Approach PASS leaders are engaged in: –sharing their experience –facilitating discussion rather than re-teaching the subject PASS encourages fun interaction between year groups PASS benefits all students regardless of academic performance –Focus on historically challenging concepts Students compare notes, clarify what they read and hear, analyse, criticise, question and seek verification of ideas

Marcia Ody Edinburgh - March 2012 Reward and Recognition Certificates Annual Students as Partners Presentation Awards Evening HEAR – Higher Education Achievement Report Opportunities –PwC Personal Development Course –Student Residential –Conference Opportunities MLP – Manchester Leadership Programme Enhanced CV/Employability

Marcia Ody Edinburgh - March 2012 Why does Manchester do it? Personalises the ‘Student Experience’ Supportive environment to assist transition Enables enhanced interaction with peers across years –Developing a community Students become more engaged in course –Enhance their learning experience Improve academic performance and achievement Feedback to teaching staff Employers and professional bodies –Development of intellectual and professional competencies

Marcia Ody Edinburgh - March 2012 Structure – how is it set up? Faculty Sabbatical Internships Student CoordinatorsStudents Academic Staff Coordinator Teaching and Learning Adviser Teaching and Learning Manager Leaders/Mentors Trained SI Supervisors Quality Assurance, Training, Specialist Advice Administrative Staff Coordinator

Marcia Ody Edinburgh - March 2012 Passing on a Year's Experience Aiden Potts, Guardian

Marcia Ody Edinburgh - March 2012

Benefits of PASS Institutional & Faculty Level –Improving the student experience & academic performance –Reducing student drop out rates –Widening access to an increasingly diverse student body School & Discipline Level –Providing staff with regular & ongoing feedback –Highlighted as good practice by QAA –Improves student study skills –Fostering a spirit of community

Marcia Ody Edinburgh - March 2012 Benefits of PASS Student Level –Provides support & guidance –Non-threatening & non-remedial –Social benefits –Increased academic confidence –Improved communication, teamwork, collaborative problem solving & interpersonal skills

Fostier.M et al (2007) HEA Centre for Bioscience – Science Learning & Teaching Conference PASS in FLS?

Fostier.M et al (2007) PASS in FLS? HEA Centre for Bioscience – Science Learning & Teaching Conference

Fostier.M et al (2007) Benefits gained by regular attendants These benefits were perceived very similarly by the semester 1 and semester 2 cohorts and indicate that PASS has promoted amongst its regular participants a meaning-oriented approach well above a strategic-oriented approach

Marcia Ody Edinburgh - March 2012 Practicalities & challenges Levels of implementation –Consultation with staff & students Approval, awareness & value of PASS by course teaching team Identify Academic and Administrative support Timetabling of PASS Recruitment of PASS leaders Training of leaders Monitoring and evaluation Co-ordination & ongoing support